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Creating a Safe Passage: Elder Mentors and Vulnerable Youth
... There is an increasing incidence of children and youth growing up in fragmented families (Waddock & Freedman, 1998) and lacking the resources and skills needed to transition into adulthood, thus making them vulnerable and at risk for crime, depression, drug abuse, and unwanted pregnancies (Taylor & Dryfoos, 1998). ...
... Mentoring: a relationship between an older person and a younger person that offers guidance, creating a reciprocal relationship of trust, commitment, and caring (Taylor & Dryfoos, 1998). ...
... Many of these youth do not have caring and consistent adult figures in their lives, a deficiency which can contribute to a loss of self-esteem and add to the already increased stress and challenges of adolescence (Rogers & Taylor). Many of these youth are not learning the important tasks and skills needed to make a successful transition from school into a working environment (Taylor & Dryfoos, 1998). Current research indicates that mentoring programs are beneficial to youth, giving them an increased sense of selfworth by engaging them in meaningful activities and relationships (Larkin et al., 2005). ...
... Over the decades, the focus of intergenerational programming has expanded and now includes traditional visiting programs, shared site facilities and programs (Kuehne & Kaplan, 2001), and programs that serve as interventions for at-risk children (e.g., tutoring , mentoring). In the case of the children, benefits of participating in intergenerational programming include: positive changes in perceptions=attitudes about older people (Aday, Aday, Arnold, & Bendix, 1996; Aday, McDuffie, & Sims, 1993; Aday, Rice, & Evans, 1991; Bales, Eklund, & Siffin, 2000; Carstensen, Mason, & Caldwell, 1982; Cummings, Williams, & Ellis, 2002; Ivey, 2001; Kassab & Vance, 1999; Newman, Faux, & Larimer, 1997; Pinquart, Wenzel, & Sorensen, 2000; Taylor & Dryfoos, 1998), increased empathy toward seniors (Schwalbach & Kiernan, 2002), increased knowledge of aging and institutionalized elderly (Slotnick, Reichelt, & Gardner, 1985), an increase in prosocial behaviors, such as, sharing (Dellmann-Jenkins, Lambert, & Fruit, 1991; Lambert, DellmannJenkins, & Fruit, 1990), increased self-esteem (Bocian & Newman, 1989; Lowenthal & Egan, 1991), improved attendance at school (Brabazon, 1999), improved attitudes toward school (Taylor & Dryfoos, 1998), better school behavior (Cummings, Williams, & Ellis, 2002), increase in self-management skills at school and interest in school work (Newman, Morris, & Streetman, 1999), academic growth (Bocian & Newman, 1989; Cooledge & Wurster, 1985), and improved peer relationships (Newman, Morris, & Streetman, 1999). In the majority of the studies cited, program outcomes were evaluated using pre-program and=or post-program assessments. ...
... Over the decades, the focus of intergenerational programming has expanded and now includes traditional visiting programs, shared site facilities and programs (Kuehne & Kaplan, 2001), and programs that serve as interventions for at-risk children (e.g., tutoring , mentoring). In the case of the children, benefits of participating in intergenerational programming include: positive changes in perceptions=attitudes about older people (Aday, Aday, Arnold, & Bendix, 1996; Aday, McDuffie, & Sims, 1993; Aday, Rice, & Evans, 1991; Bales, Eklund, & Siffin, 2000; Carstensen, Mason, & Caldwell, 1982; Cummings, Williams, & Ellis, 2002; Ivey, 2001; Kassab & Vance, 1999; Newman, Faux, & Larimer, 1997; Pinquart, Wenzel, & Sorensen, 2000; Taylor & Dryfoos, 1998), increased empathy toward seniors (Schwalbach & Kiernan, 2002), increased knowledge of aging and institutionalized elderly (Slotnick, Reichelt, & Gardner, 1985), an increase in prosocial behaviors, such as, sharing (Dellmann-Jenkins, Lambert, & Fruit, 1991; Lambert, DellmannJenkins, & Fruit, 1990), increased self-esteem (Bocian & Newman, 1989; Lowenthal & Egan, 1991), improved attendance at school (Brabazon, 1999), improved attitudes toward school (Taylor & Dryfoos, 1998), better school behavior (Cummings, Williams, & Ellis, 2002), increase in self-management skills at school and interest in school work (Newman, Morris, & Streetman, 1999), academic growth (Bocian & Newman, 1989; Cooledge & Wurster, 1985), and improved peer relationships (Newman, Morris, & Streetman, 1999). In the majority of the studies cited, program outcomes were evaluated using pre-program and=or post-program assessments. ...
Ten elementary school students in need of a positive self-image and/or a sense of appropriate social conduct took part in a monthly intergenerational visiting program at an assisted living facility. In comparison to systematic observations obtained in their classrooms, the children were observed to be significantly less anxious, more interested, and participating more during the intergenerational program. Outcomes of a focus group with five seniors revealed that they had enjoyed the program and wanted it to continue. School administrators may want to consider intergenerational visiting programs for students whose behaviors place them at risk for academic failure.
... These research have focus on numerous of importance to the well-being of vulnerable youth, such as social support, social negative effect, transition to adulthood, development outcome in a particular situation, social risk, risktaking behavior and program assessment for the relative social policy and social service (e.g. Holzman & Grinker, 1974;Schinke, Jansen, Kennedy, & Shi, 1994;Taylor & Dryfoos, 1998/1999Collins, 2001;Stice, Spangler, & Agras, 2001;Huba, Panter, & Melchior, 2003;Hyucksun, 2004). Based on the Results of a study, Stice, Spangler and Agras (2001) suggest that exposure to thin-ideal images has lasting negative effects for vulnerable youth. ...
... The benefits of intergenerational service learning on elderly participants are well-documented. Research suggests that elders' involvement with the younger generation provides them with a feeling of belonging and gives them the opportunity to share their accumulated knowledge (Dryfoos & Taylor, 1999). Fujiwara et al. (2009) found that older adults engaged in intergenerational volunteer programs reported higher levels of self-rated health and increased social networks. ...
... An extension of the grandparenting role that has gradually developed is that of older volunteers acting as mentors to young people who are at risk. Rogers and Taylor (1997) provide an overview based on evaluations of American projects aimed to achieve these outcomes, with specific mention of Across Age' and Linking Lifetimes (also see Taylor & Dryfoos 1999). This overview aggregates evaluated outcomes and provides indicative data on a range of programs. ...
Acknowledgments The authors would,like to thank,the Department,of Family and Community,Services for the opportunity,to conduct,this study. In addition, Belinda Herrmann and her colleagues in the department have been most helpful in providing research materials, advising on the direction of the project and commenting extensively on an earlier draft. The authors would also like to acknowledge assistance of Phil Connors, Jo Dillon, Nola Kunnen and Sabina Leitmann from the School of Social Work & Social Policy at Curtin University of Technology, and an anonymous referee who commented,on the penultimate,draft of the report. Finally, the authors would like to thank Val Smith of IRIC for the professional presentation of this report. The views expressed,in this paper are those of the authors and do not represent the views of the Minister for Family and Community,Services or the Department,of Family and,Community,Services. June 2001 Department,of Family and Community,Services PO Box 7788 Canberra Mail Centre ACT 2610
... avioral choices, bearing in mind the consequence of that behavior on another person. The consequentialist nature of this awareness calls one to respect another, and expect respect in return; thus, each individual has equal opportunity to influence the outcome of an interaction and the ability to adjust and adapt to difficult situations is enhanced. Taylor and Dryfoos (1998/1999) remind their readers that "a factor contributing to enhanced resiliency is participation in work that is meaningful and benefits others in some direct and personal way" (3). What better way is there of promoting ownership of one's life? Not only does this call one to participate in active solutions to life's difficul ...
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This paper describes a social justice informed, formative evaluation of a community-based intervention program in our community that paired marginalized Latinx youth and Holocaust survivor mentors. This program is a unique effort to address the issues facing this youth population through difficult dialogues and mentorship from a group who has clearly suffered oppression. Using a qualitative, community-based approach, eight program participants were interviewed to explore the aspects of the program that were helpful or challenging among youth mentees and survivor mentors. We reflect on the success of mentorship interventions in promoting bridges of understanding between populations with different combinations of power and privilege. Emergent themes from the evaluation suggest that this community-based mentorship program led to several positive outcomes, including increased openness to diversity, increased empathy, and increased potential meaning-making for mentor survivors, as well as some challenges such as clearer program expectations and program planning issues. Using a lens of Positive Youth Development and social justice, we detail the lessons learned from this mentoring program for future counselors and psychologists interested in program development and evaluation. We also provide reflections on the formative program evaluation process for future community-based researchers and the personal impact of the experience on the students in training. Finally, we reflect on impact validity and the systems level transformative change that can be promoted through community-based programs such as this one.
Meeting the diverse needs of young people who are coping with such problems as delinquent behaviors or poor academic performance is an urgent issue today. This paper aims to demonstrate the benefits of introducing intergenerational mentoring activities into educational programs for supporting "at risk" adolescents by highlighting some innovative and effective methods. Among various types of mentoring activities, this paper will focus on ones in which older adults take on the role of mentors. The significance of mentoring activities in which older adults give emotional support to at risk adolescents has been recognized since the late 1980s in the United States. An important component of this type of "intergenerational mentoring" initiative involves establishing a sense of mutual trust between the older adult mentors and the at risk youth mentees. This paper consists of the following parts. Firstly, the author will describe the rationale and some of the societal factors that are contributing to the emergence of the mentoring activities for at risk adolescents in contemporary society. Secondly, the author will describe key characteristics of intergenerational mentoring activities designed to support at risk adolescents. The primary focus will be on lessons learned from an intergenerational mentoring program called "Across Ages" which is operated by Temple University's Center for Intergenerational Learning. In analyzing this model program, the author will focus on challenging issues related to how the mentor role is constructed and how the mentors function in the context of program goals to produce benefits for the participants. Finally, in concluding this paper, the author will point out that such intergenerational mentoring endeavors not only expand informal helping resources for at risk adolescents but also help in establishing a circulative mentoring process that has implications for the enrichment of the lives of people of all ages in the community.
Despite the use of mentoring programs in fields such as business, career training, and youth development, little is known about how mentoring can be used to train and support new foster parents. This paper describes how Concept Mapping was used with current foster parents to develop a conceptual framework suitable to plan a foster parent mentor program. A secondary aim of this study was to explore priority differences in the conceptualization by self-reported gender (foster mothers vs. foster fathers). Participant data was collected via three qualitative brainstorming sessions, and analyzed using non-metric multidimensional scaling and hierarchical cluster analysis. Findings indicate that foster parents participating in this study conceptualized effective mentor programs via a seven cluster solution. Study results also showed no significant differences in cluster ratings by gender. Implications for practice and program planning are identified, as well as areas for future research.
This article outlines the concept and initial implementation of an intergenerational learning community (ILC), a new charter school concept, and reviews relevant literature. We discuss the mission, curriculum, educational design, philosophy, and lessons learned from initial implementation of The Intergenerational School (TIS). Such multiage communities of learners represent a conceptual and organizational response to the challenges that rapid cultural and environmental change and resultant alienation are posing for human societies.
The goal of this multiple-case study was to explore the benefits for older adult volunteers who are mentoring at-risk youth in one-on-one pairings, either in schools or family environments. We wanted to learn more about the specific outcomes of working in these programs for the older adult volunteers since, in our community, older adults are an important source of new mentors who can serve the large pool of young applicants waiting to be matched. Research has shown that younger generations benefit from mentoring (Public/Private Ventures, 2002; Morrow & Styles, 1995; Tierney, Grossman, & Resch, 1995), and this study adds to that knowledge base by showing that benefits are mutual. The mentoring experiences allow opportunities for older adults to renew positive emotions and reinforce meaning in their lives.
This research reports findings from an intergenerational science program, Project Serve, which placed senior volunteers in elementary and junior high science classrooms to assist teachers and augment instruction. Items from the Children's View of Aging survey (Newman, 199720.
Newman , S. ( 1997 ). Children's Views of Aging [survey] . Pittsburgh , PA : Generations Together: An Intergenerational Studies Program . View all references; Newman & Faux, 199720.
Newman , S. ( 1997 ). Children's Views of Aging [survey] . Pittsburgh , PA : Generations Together: An Intergenerational Studies Program . View all references) were administered before and after the project with two goals. The first goal was to determine the effect of the project on children's attitudes toward aging and the elderly. We found that even though the program was not specifically designed for attitude change, there was a significant difference in positive attitudes toward aging in the experimental group. The second goal was to see how those attitudes were related to intention to seek out older volunteers for help. We found that the most important predictors of students' intentions to ask for help from senior volunteers were specific attitudes about the adults in the classroom rather than more general attitudes toward the aged. Implications for future programs include the need to introduce the volunteer to the class before the beginning of an intergenerational project in order to let children know the volunteer's qualifications and reasons for wanting to help.
This evaluation explores the effectiveness of school-based mentoring as a universal prevention strategy. The impact of mentoring on students displaying risk factors is also addressed. The evaluation of YouthFriends, a school-based mentoring program, employed a pretest-posttest control group design. Students (n = 170) across five school districts provided data on eight dependent variables. At posttest, there was a statistically significant difference favoring YouthFriends over controls on sense of school membership. In addition, for students who had low scores at baseline, results indicated a statistically significant improvement unique to YouthFriends on community connectedness and goal-setting. Analyses of students’ academic performance also indicated a positive effect for those YouthFriends who had low grades at baseline.
Editors’ Strategic Implications: Important lessons are provided for school administrators and mentoring program staff and evaluators. As a universal prevention program, school-based mentoring may produce few (and small) short-term effects. A greater understanding of the effects of dosage and quality of the mentoring is needed as we seek to evaluate the efficacy of school-based mentoring across a variety of student risk levels.
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